A research study in which 24 leading preservice teacher education textbooks are examined for degree of sex equity reveals a predominant attitude of imbalance and omission towards the role and contribution of females in American society and education. The textbooks are content analyzed for space allocation and treatment of sexism, sex differences characteristic in a learning environment, experiences and achievements of women, and total amount of text content awarded to males and females. Areas considered are general teacher preparation, psychology of education, foundations of education, and instructional methods for teaching social studies, reading and language arts, mathematics, and science. Recommendations are offered for unbiased textbook development. A list of the specific texts examined is included. (LH)